Your search found 327463 results.

Descriptors:
Public Policy; Educational Legislation; Federal Legislation; Educational Change; Accountability; Academic Standards; Alignment (Education); Educational Assessment; Mathematics Instruction; English Instruction; Science Instruction; English Teachers; Mathematics Teachers; Science Teachers

Abstract:
States vary greatly in their implementation of standards-based accountability under No Child Left Behind, yet little evidence is available to guide policymakers on what attributes of state policy advance more tightly aligned instruction. This study uses survey data and content analyses from the Surveys of Enacted Curriculum to describe elements of state policy that are associated with tighter alignment between teacher-reported instruction and state standards and assessments. The author reports substantial variation on policy attributes across states, with increasing use of power (rewards and sanctions) and low overall consistency between standards and assessments. Several of the policy attributes are related to instructional alignment, with the strongest fit in mathematics. (Contains 4 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Teaching Methods; Algebra; Teacher Characteristics; Video Technology; Mathematics Instruction; Secondary School Teachers; Textbooks; Preservice Teacher Education; Professional Development; Teacher Education; Models; Interviews; Academic Achievement; Mathematics Teachers; Secondary School Mathematics; Mathematics; Mathematics Education; Preservice Teachers

Abstract:
Defining what teachers need to know to teach algebra successfully is important for informing teacher preparation and professional development efforts. Based on prior research, analysis of video, interviews with teachers, and analysis of textbooks, we define categories of knowledge and practices of teaching for understanding and assessing teachers' knowledge for teaching algebra. The three categories of knowledge--"school," "advanced," and "teaching"--build on the work of Ball and others for elementary school teaching and take into account the recommendations of the Conference Board of the Mathematical Sciences (2001, 2012) for secondary school teachers' knowledge of post-secondary mathematics. Three categories of teaching practices--"trimming," "bridging," and "decompressing"--address mathematical uses of knowledge specific to teaching. We argue that the combination of categories and practices must be covered in assessments of teacher knowledge, if the assessments are to be used in research that investigates the presumed links among teachers' content preparation, their knowledge, their practice, and student learning. (Contains 7 figures, 2 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

More Info:
Help | Tutorial Help Finding Full Text |  More Info:
Help Find in a Library |  Publisher's website

Descriptors:
Academic Achievement; Accountability; Beginning Teacher Induction; Beginning Teachers; Career Development; Compensation (Remuneration); Educational Change; Educational Objectives; Educational Policy; Elementary School Teachers; Elementary Secondary Education; Eligibility; Evidence; Instructional Effectiveness; Mathematics Instruction; Mathematics Teachers; Mentors; Merit Pay; Middle School Teachers; Professional Development; Reading Instruction; Reading Teachers; Retirement Benefits; Secondary School Teachers; School Districts; Science Instruction; Science Teachers; Social Studies; Special Education Teachers; State Government; State Regulation; State School District Relationship; State Standards; Student Teaching; Teacher Certification; Teacher Dismissal; Teacher Education; Teacher Education Programs; Teacher Evaluation; Teacher Effectiveness; Teacher Improvement; Teacher Persistence; Teacher Salaries; Teacher Shortage; Teaching (Occupation); Teaching Experience; Tenure

Abstract:
For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State Teacher Policy Yearbook" includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Maryland received a D+ Overall 2011 Yearbook Grade. Maryland ranks 17th among states and has made moderate progress compared to other states. Highlights from recent progress in Maryland include: (1) Evidence of student learning in teacher evaluations; (2) Alternate route admissions and program requirements; and (3) State data system with the capacity to provide evidence of teacher effectiveness. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (2998K)

Descriptors:
Academic Achievement; Accountability; Beginning Teacher Induction; Beginning Teachers; Career Development; Compensation (Remuneration); Educational Change; Educational Objectives; Educational Policy; Elementary School Teachers; Elementary Secondary Education; Eligibility; Evidence; Instructional Effectiveness; Mathematics Instruction; Mathematics Teachers; Mentors; Merit Pay; Middle School Teachers; Professional Development; Reading Instruction; Reading Teachers; Retirement Benefits; Secondary School Teachers; School Districts; Science Instruction; Science Teachers; Social Studies; Special Education Teachers; State Government; State Regulation; State School District Relationship; State Standards; Student Teaching; Teacher Certification; Teacher Dismissal; Teacher Education; Teacher Education Programs; Teacher Evaluation; Teacher Effectiveness; Teacher Improvement; Teacher Persistence; Teacher Salaries; Teacher Shortage; Teaching (Occupation); Teaching Experience; Tenure

Abstract:
For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State Teacher Policy Yearbook" includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. California received a D+ Overall 2011 Yearbook Grade. California ranks 51st among states and has made no progress compared to other states. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (3019K)

Descriptors:
Academic Achievement; Accountability; Beginning Teacher Induction; Beginning Teachers; Career Development; Compensation (Remuneration); Educational Change; Educational Objectives; Educational Policy; Elementary School Teachers; Elementary Secondary Education; Eligibility; Evidence; Instructional Effectiveness; Mathematics Instruction; Mathematics Teachers; Mentors; Merit Pay; Middle School Teachers; Professional Development; Reading Instruction; Reading Teachers; Retirement Benefits; Secondary School Teachers; School Districts; Science Instruction; Science Teachers; Social Studies; Special Education Teachers; State Government; State Regulation; State School District Relationship; State Standards; Student Teaching; Teacher Certification; Teacher Dismissal; Teacher Education; Teacher Education Programs; Teacher Evaluation; Teacher Effectiveness; Teacher Improvement; Teacher Persistence; Teacher Salaries; Teacher Shortage; Teaching (Occupation); Teaching Experience; Tenure

Abstract:
For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The "2011 State Teacher Policy Yearbook" includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Idaho received a D+ Overall 2011 Yearbook Grade. Idaho ranks 8th among states and has made high progress compared to other states. Highlights from recent progress in Idaho include: (1) Evidence of student learning in teacher evaluations; (2) State data system with the capacity to provide evidence of teacher effectiveness; and (3) Pay scales connected to teacher performance. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (2783K)

Descriptors:
Academic Achievement; Accountability; Beginning Teacher Induction; Beginning Teachers; Career Development; Compensation (Remuneration); Educational Change; Educational Objectives; Educational Policy; Elementary School Teachers; Elementary Secondary Education; Eligibility; Evidence; Instructional Effectiveness; Mathematics Instruction; Mathematics Teachers; Mentors; Merit Pay; Middle School Teachers; Professional Development; Reading Instruction; Reading Teachers; Retirement Benefits; Secondary School Teachers; School Districts; Science Instruction; Science Teachers; Social Studies; Special Education Teachers; State Government; State Regulation; State School District Relationship; State Standards; Student Teaching; Teacher Certification; Teacher Dismissal; Teacher Education; Teacher Education Programs; Teacher Evaluation; Teacher Effectiveness; Teacher Improvement; Teacher Persistence; Teacher Salaries; Teacher Shortage; Teaching (Occupation); Teaching Experience; Tenure

Abstract:
For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher Policy Yearbook includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Kansas received a D for Overall 2011 Yearbook Grade. Kansas ranks 31st among states and has made low progress compared to other states. Highlight from recent progress in Kansas includes: (1) State data system with the capacity to provide evidence of teacher effectiveness. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (2860K)

Descriptors:
Academic Achievement; Accountability; Beginning Teacher Induction; Beginning Teachers; Career Development; Compensation (Remuneration); Educational Change; Educational Objectives; Educational Policy; Elementary School Teachers; Elementary Secondary Education; Eligibility; Evidence; Instructional Effectiveness; Mathematics Instruction; Mathematics Teachers; Mentors; Merit Pay; Middle School Teachers; Professional Development; Reading Instruction; Reading Teachers; Retirement Benefits; Secondary School Teachers; School Districts; Science Instruction; Science Teachers; Social Studies; Special Education Teachers; State Government; State Regulation; State School District Relationship; State Standards; Student Teaching; Teacher Certification; Teacher Dismissal; Teacher Education; Teacher Education Programs; Teacher Evaluation; Teacher Effectiveness; Teacher Improvement; Teacher Persistence; Teacher Salaries; Teacher Shortage; Teaching (Occupation); Teaching Experience; Tenure

Abstract:
For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher Policy Yearbook includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Massachusetts received a C for Overall 2011 Yearbook Grade. Massachusetts ranks 13th among states and has made high progress compared to other states. Highlights from recent progress in Massachusetts include: (1) State data system with the capacity to provide evidence of teacher effectiveness; (2) Performance pay; and (3) Dismissal for classroom ineffectiveness. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (2824K)

Descriptors:
Academic Achievement; Accountability; Beginning Teacher Induction; Beginning Teachers; Career Development; Compensation (Remuneration); Educational Change; Educational Objectives; Educational Policy; Elementary School Teachers; Elementary Secondary Education; Eligibility; Evidence; Instructional Effectiveness; Mathematics Instruction; Mathematics Teachers; Mentors; Merit Pay; Middle School Teachers; Professional Development; Reading Instruction; Reading Teachers; Retirement Benefits; Secondary School Teachers; School Districts; Science Instruction; Science Teachers; Social Studies; Special Education Teachers; State Government; State Regulation; State School District Relationship; State Standards; Student Teaching; Teacher Certification; Teacher Dismissal; Teacher Education; Teacher Education Programs; Teacher Evaluation; Teacher Effectiveness; Teacher Improvement; Teacher Persistence; Teacher Salaries; Teacher Shortage; Teaching (Occupation); Teaching Experience; Tenure

Abstract:
For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher Policy Yearbook includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Louisiana received a C- for Overall 2011 Yearbook Grade. Louisiana ranks 20th among states and has made moderate progress compared to other states. Highlights from recent progress in Louisiana include: (1) Evidence of student learning in teacher evaluations; (2) Annual evaluations for all teachers; and (3) Licensure renewal based on evidence of teacher effectiveness. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (2803K)

Descriptors:
Academic Achievement; Accountability; Beginning Teacher Induction; Beginning Teachers; Career Development; Compensation (Remuneration); Educational Change; Educational Objectives; Educational Policy; Elementary School Teachers; Elementary Secondary Education; Eligibility; Evidence; Instructional Effectiveness; Mathematics Instruction; Mathematics Teachers; Mentors; Merit Pay; Middle School Teachers; Professional Development; Reading Instruction; Reading Teachers; Retirement Benefits; Secondary School Teachers; School Districts; Science Instruction; Science Teachers; Social Studies; Special Education Teachers; State Government; State Regulation; State School District Relationship; State Standards; Student Teaching; Teacher Certification; Teacher Dismissal; Teacher Education; Teacher Education Programs; Teacher Evaluation; Teacher Effectiveness; Teacher Improvement; Teacher Persistence; Teacher Salaries; Teacher Shortage; Teaching (Occupation); Teaching Experience; Tenure

Abstract:
For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher Policy Yearbook includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. Ohio received a C+ for Overall 2011Yearbook Grade. Ohio ranks 11th among states and has made high progress compared to other states. Highlights from recent progress in Ohio include: (1) Evidence of student learning in teacher evaluations; (2) Alternate route program flexibility for nontraditional candidates; and (3) Broad usage and providers of alternate route programs. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (2586K)

Descriptors:
Academic Achievement; Accountability; Beginning Teacher Induction; Beginning Teachers; Career Development; Compensation (Remuneration); Educational Change; Educational Objectives; Educational Policy; Elementary School Teachers; Elementary Secondary Education; Eligibility; Evidence; Instructional Effectiveness; Mathematics Instruction; Mathematics Teachers; Mentors; Merit Pay; Middle School Teachers; Professional Development; Reading Instruction; Reading Teachers; Retirement Benefits; Secondary School Teachers; School Districts; Science Instruction; Science Teachers; Social Studies; Special Education Teachers; State Government; State Regulation; State School District Relationship; State Standards; Student Teaching; Teacher Certification; Teacher Dismissal; Teacher Education; Teacher Education Programs; Teacher Evaluation; Teacher Effectiveness; Teacher Improvement; Teacher Persistence; Teacher Salaries; Teacher Shortage; Teaching (Occupation); Teaching Experience; Tenure

Abstract:
For five years running, the National Council on Teacher Quality (NCTQ) has tracked states' teacher policies, preparing a detailed and thorough compendium of teacher policy in the United States on topics related to teacher preparation, licensure, evaluation, career advancement, tenure, compensation, pensions and dismissal. The 2011 State Teacher Policy Yearbook includes NCTQ's biennial, full review of the state laws, rules and regulations that govern the teaching profession. This year's report measures state progress against a set of 36 policy goals focused on helping states put in place a comprehensive framework in support of preparing, retaining and rewarding effective teachers. For the first time, the "Yearbook" includes a progress rating for states on goals that have been measured over time. An overall progress ranking is also included, showing how states compare to each other in moving forward on their teacher policies. New Jersey received a D+ for Overall 2011 Yearbook Grade. New Jersey ranks 36th among states and has made low progress compared to other states. Highlights from recent progress in New Jersey include: (1) Special education teacher preparation; and (2) Teacher pension system neutrality. (Contains 141 figures.) [For the full report, "State Teacher Policy Yearbook, 2011. National Summary," see ED528825.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (2846K)